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Pestalozzi
Pestalozzi believed in both a natural and inform style of instruction. He proposed that sensory manipulative experiences play a role in child development. -
Rousseau
He believed that early childhood should be more natural and that children learn through their curiosity. According to Rousseau, children learn in their own ways and that inform teaching can have negative effects on their learning development. -
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Froebel
He suggested the act of playing through learning. Froebel believed through physical activities, children would increase their learning. He was the first teacher to create a systematic curriculum for children. Froebel devised the word kindergarten. -
Reading Readiness
Teachers focused on nurturing the maturation of children through instruction in skills rather than waiting for full maturation. -
Skinner- Behaviorism
He believed that human learning required explicit instruction. Skinner recognized the idea that a behaviorist learning perceptive is part of an organized program which is shown in a systematic and direct way. He believed in the idea of positive reinforcement. -
Montessori- Senses and Systems
Montessori philosophy included children needing early, orderly, systematic training to completely understand skills. -
Dewey-Progressive Education
Child-centered curriculum came from Dewy's philosophy of early childhood education. He believed that children learn best through their interests and real-life settings. -
Emergent Literacy
Exposing children to books at a young age so that their literacy development is already being worked on. -
Piaget-Cognitive Development
Piaget constructed stages in which cognitive development describes the intellectual capabilities of children. The stages are 1. Sensorimotor period (0-2 years) 2. Preoperational period (2-7) 3. Concrete operational period (7-11) 4. Formal operations period (1-adult). -
Vygotsky- Schema Acquisition
His theory involved schema which deals with new ideas and mental structures where people store information. Vygotsky talks about the "zone of proximal development." -
Phonics or Sound-Symbol Relationship
As an early experiment, while children were beginning to read and write, they also needed to understand and focus the sound of the word. -
Balanced Comprehesive
It is important that teachers understand the social, emotional and intellectual status of each student. -
National Reading Panel Report
This report found effective strategies for teaching children kindergarten through third grade how to read. By the end of third-grade students should've learned how to: Phonemic awareness, Phonics, Vocabulary, Comprehension, and Fluency. -
No Child Left Behind
The government enforced incentives that increased the reading ability of children in grades K-3. -
National Early Literacy Report
Scientifically based research that identified skills and abilities in young children that predicted success in reading. -
Common Core State Standards
The National Governors Association set goals and guidelines that are beneficial to students K-12 and prepare them for college or the workforce. -
Reference
Morrow, L. M. (2020). Literacy development in the early years: helping children read and write. Hoboken, NJ: Pearson Education, Inc.